Inclusive Teaching: Comparing Afro-Latina/o and Non-Afro-Latina/o Educators
Abstract
The purpose of this phenomenological study was to explore the lived experiences of Latina/o teachers in New York City. Using critical race theory and LatCrit theory as the theoretical framework, 15 participants engaged in semi-structured interviews, focusing on how their racial identities shape their educational and professional paths. Thematic analysis of their responses uncovered diverse perspectives. Participants revealed varied approaches to understanding their racial identities, with some prioritizing nationality or ethnicity over race. Educational environments played a significant role in shaping these perceptions, with experiences as both students and educators influencing their sense of self. Disparities emerged between White and Black Latina/o teachers, particularly in experiences of discrimination faced by Black Latina/o students. Microaggressions were prevalent in higher education for all participants, alongside encounters with colorism and racism within their families. While not all teachers' racial identities directly impacted their career choices, many cited a desire to connect with students sharing similar backgrounds as a driving force. Interestingly, those with firm racial identities demonstrated a deeper integration of culturally responsive practices into their teaching methods, emphasizing the importance of discussing race and racial issues openly and appropriately with students. This study underscores the complexity of racial identity among Latina/o educators and highlights the critical role it plays in shaping educational approaches. By embracing their racial identities, teachers can effectively incorporate culturally relevant practices into their classrooms, fostering a more inclusive and enriching learning environment for all students.
Subject Area
Psychology|Teacher education|Educational psychology|Latin American Studies|Educational sociology
Recommended Citation
Burgos, Nakia Z, "Inclusive Teaching: Comparing Afro-Latina/o and Non-Afro-Latina/o Educators" (2024). ETD Collection for Fordham University. AAI31242795.
https://research.library.fordham.edu/dissertations/AAI31242795
